Метапознание и эмоциональный интеллект студентов естественных направлений в период пандемии и до нее

Версии

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Ключевые слова

эмоциональный интеллект
метапознание
метакогнитивное регулирование
рефлексия
самоорганизация
целеустремленность
настойчивость
пандемия
высшее образование
дистанционное обучение

Аннотация

Введение. Представлены результаты эмпирического исследования, направленного на сравнение показателей метакогнитивных компонентов и эмоционального интеллекта (ЭИ) молодежи с использованием срезовых опросов до и в период пандемии COVID-19. Новизна исследования заключается в возможности описания устойчивых эффектов пандемии на студентах естественнонаучных направлений подготовки. Методы. Выборку составил 551 студент второго курса Санкт-Петербургского государственного университета: 260 респондентов приняли участие в 2018–2019 гг., 98 респондентов – в мае 2020 г., 114 респондентов – в январе 2021 г., 79 респондентов в мае 2021 г. Участники каждого этапа заполняли опросник эмоционального интеллекта Д. В. Люсина, сокращенную версию опросника «Метакогнитивная включенность в деятельность», адаптированную Е. И. Периковой, В. М. Бызовой, «Дифференциальный тест рефлексивности» Д. А. Леонтьева и Е. Н. Осина, «Опросник самоорганизации деятельности» Е. Ю. Мандриковой. Результаты. Обнаружено устойчивое увеличение выраженности общего показателя метакогнитивной включенности и метакогнитивного регулирования, а также снижение межличностного ЭИ у студентов в период пандемии COVID-19, в сравнении с показателями выборки до 2020 г. Показатели целеустремленности и внутриличностного ЭИ обнаружили значимое увеличение у студентов в период пандемии, в сравнении с уровнем до нее, но значимость различий подтвердилась только для части выборок, собранных после 2020 г. Для групп студентов, до и в процессе пандемии, различались когнитивные компоненты, детерминирующие межличностный ЭИ: системная рефлексия и целеустремленность для группы студентов до 2020 г. (коэффициент детерминации модели 13 %), и системная рефлексия, метакогнитивные знания, настойчивость после 2020 г. (20 %). Обсуждение результатов. Комплексные изменения в обществе и системе высшего образования, в частности, произошедшие в период пандемии COVID-19, могли привести к улучшению метакогнитивного регулирования и ухудшению межличностного ЭИ у студентов естественнонаучных направлений.

https://doi.org/10.21702/rpj.2022.1.9
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